OPPORTUNITY - www.qassp.org.au - JUNE 2018
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JUNE 2018
Volume 45, Issue 2
JOURNAL OF
THE QUEENSLAND
ASSOCIATION OF
STATE SCHOOL PRINCIPALS
OPPORTUNITY
www.qassp.org.au
QASSP’s Second International Study Tour –
Singapore and Tokyo
If international rankings are important, and it would be hard to
argue against the significance of such instruments as PISA to Study Tour Itinerary
governments, policy makers and education systems, Singapore Sunday 1 April Arrival in Singapore
and Japan are two ‘high performing’ countries that should be of Monday 2 April Raffles Girls Primary School, National
interest to us. Institute of Education
Out of 72 countries that take part in PISA, Singapore is first in Tuesday 3 April Peiying Primary School, Academy of
reading, mathematics and science, and has improved in each area Principals Singapore
since 2012. Japan is eighth in reading, fifth in mathematics and Wednesday 4 April Xingnan Primary School, Academy of
second in science and has improved in maths and science since Singapore Teachers
the last round of PISA sampling. Australia’s performance, although Thursday 5 April Monfort Secondary School, Singapore
high, is outside the top 10 and has been declining. American School
Human capital underpins the economic success of both Japan Friday 6 April Bukit Primary School, Australian
and Singapore – neither is rich in natural resources. Their International School
education systems are surely integral to the key role technology, Saturday 7 April Gardens by the Bay tour before flight
science and innovation play in their economic success. to Tokyo
With our current national and state focus on STEM education, Sunday 8 April Nikko World Heritage area day tour
the rationale in facilitating a study tour to Singapore and Japan Monday 9 April City tour, Ministry of Education, Nihon
is clear. University dinner
Once again, QASSP linked with professional associations and Tuesday 10 April International Division Ministry of
universities and harnessed the school and individual networks Education, Nishimachi International
of members to facilitate a highly successful event. Colleagues at School
the Academy of Principals Singapore organised a program that Wednesday 11 April Junior High School of Ochanomizu
allowed participants an insight into the system from primary University, Aoba-Japan International
schooling to initial teacher training, career development and School dinner
leadership development. In Japan, contacts at Nihon University Thursday 12 April American School in Japan Early
organised access to the Ministry of Education and to schools Learning Centre, Toyosu-Nishi
working at all levels of the system. Primary School, optional evening visit
The group visited twelve schools in total, took part in high to Tokyo Disneyland
level conversations with school and system leaders, policy Friday 13 April Tokyo Metropolitan Kokusai High
makers, university staff and also enjoyed a range of rich School, return flight to Brisbane
cultural experiences.
JUNE 2018 | Volume 45 Issue 2 | THE QUEENSLAND PRINCIPAL 13
Seizing the Opportunity to Reflect and Learn tool students use for learning, even though everyone has a phone
and uses it.
Sue Clark
Principal, Boronia Heights State School I was also surprised to learn that in contrast to our Queensland
Email Sue Clark at: sclar114@eq.edu.au experience, the male to female teacher ratio is reversed, with
many more men than women in the teaching workforce. The
The opportunity to observe another education system does not
Japanese system is looking for ways to encourage more females
come very often. QASSP’s study tour to Singapore and Japan was
into teaching.
an opportunity to reflect on our own system and to interrogate
other systems from the inside. The thing that sticks in my mind Both the Japanese and Singaporean systems are moving towards
is, in terms of curriculum, there are many more similarities more open-ended learning that involves student cooperation
and shared learning with a decreasing stated
emphasis on pure academics and greater
emphasis being placed on creativity and effective
communication.
My own learning and work for the future with my
school community is to build a shared purpose
and understanding about why education is
important and its role to create a better future
for everyone in my school community. I probably
would not have had such a clear view of why
this is necessary without the opportunity to visit
and share experiences with other educators in
settings different from, but the same, as my own.
than differences between Singapore, Japan and Australia. The Learning to Serve and Serving to Learn: A personal
difference lies in the total unity of focus exhibited in the systems reflection of two education systems
of Singapore and Japan.
Trevor Buchanan
Whether you support the pedagogy employed in these settings Principal, Agnes Water State School
or not, the explicit statements and evidence of unified purpose Email Trevor Buchanan at: tbuch15@eq.edu.au
are clear to see. On entering schools you are greeted by explicit
Our students ‘Learn to serve and serve to learn’. (Mrs Yoke Mun
expectations and purposes for education. These take the form of
Yee, Principal Raffles Girls Primary School, Singapore.) This
visuals which cover entryways and are at adult and child height.
statement on the first day of a two-week study tour to Singapore
It certainly made me think about whether expectations and clarity
and Japan, was to set the tone for an experience that was just
of purpose are so evident in my own school setting – I don’t
as much about trying to understand the successes of these
think they are. It caused me to reflect about how this could build
two systems in STEM and professional learning as it was about
community and school awareness of ‘why’ we go to school each understanding the societal cultures that have a significant role in
day and also about the long-term reasons for education. What shaping the landscape of education in these countries.
was evident in Singapore – at schools, on
television and in signage – was the cohesive
message of identity for Singaporeans now and
for the 21st century.
The message was also clear that Japan values
education and sets great store in mastering the
basics before moving to more complex choices
in curriculum. We tend to think of Japan as a
technologically advanced country however the
educational system is explicit in its decision
to use blackboards and note taking in primary
schools as vehicles to embed learning into
long-term memory through muscle memory.
Use of technology is taught but it is not the first
14 THE QUEENSLAND PRINCIPAL | Volume 45 Issue 2 | JUNE 2018
The study tour looked at the whole system ranging from early Pre-service Teacher Training in Singapore: An Insight
learning centres, primary and secondary schools, to professional
John Turner
associations, teacher education centres and ministries of
Principal, Mooloolaba State School
education. It was an opportunity to analyse the inner workings and
see the clear line of sight that connects each facet of education in Email John Turner at: jturn131@eq.edu.au
these systems. Our visit to the National Institute of Education (NIE) during the
Looking for the Similarities study tour provided significant insights into teacher training and
preparation for pre-service teachers entering the profession.
Education has definitely become a global entity – not only do
As the sole provider of pre-service teacher training, Singapore
we talk the same language around researchers in education,
schools have an unusually consistent and uniform approach to
but schools and teachers are faced with the same challenges of
school management, parents, behaviours of students, teacher teaching and learning. A strong focus on clarifying values and
workload and that continuous desire to look at how to enhance understanding ethics was evident throughout discussions with
the practices in our classrooms that result in the best outcomes NIE, and reflected in later conversations in each of the schools
for students. While my list of take-home messages are quite visited over the week.
extensive, they are bound in an understanding that the practices
To support the expectations that teachers not only have skills and
that are employed in these systems that have led to their
knowledge, but also a strong personal commitment and passion
success on assessments such as PISA and TIMMS, are culturally
for teaching, NIE has developed a range of programs that pre-
connected and responsive to their societal expectations; the
service teachers experience during their training. One in particular
transferability may therefore be limited. I am however left with a
– the Meranti project – assists pre-service teachers to confront
reinforcement of a significant question that I have been pondering
for some time: What is the measure of success for our schools? their own biases and challenges their values and assumptions.
The Meranti project takes its name from a native tree valued for its
strong, resilient timber that provides a sheltered environment for
What I observed deeply challenged my other plants and animals. Using this metaphor, the program aims
understandings about the role of schools to support teachers to become more emotionally resilient, while
in providing education, and particularly providing their students with an environment where they can grow
and thrive under their care.
how we measure success.
Combined with compulsory community support activities, NIE
Measuring Success emphasises that values, knowledge and skill underpin pre-service
training and results in a consistent system approach to teaching
I must admit, I made an assumption before visiting these
and learning in Singapore schools.
two systems that due to their performance on international
assessments, I was going to observe world-class teaching
practices, classrooms immersed in technology and inquiry, and
Study Tour Reflections
students who were highly engaged in the teaching that was
occurring. What I observed deeply challenged my understandings Rob Van den Heuvel
about the role of schools in providing education, and particularly Principal, Mountain Creek State School
how we measure success. Classes operate with between 30 and Email Rob Van den Heuvel at: rvand33@eq.edu.au
40 students in metropolitan schools, with the primary teaching
Seeing new places provides inspiration, but it also helps to better
approach of chalk and talk to the mid-range of students. Student
appreciate the quality work that occurs every day in our own
feedback is limited, there is a high reliance on textbooks, and
schools. I boarded the plane for our study tour, eager to discover
limited ICTs evident across the schools. There is also a heavy
influence on student outcomes through tutoring programs and an knowledge and new approaches for educating students.
individual commitment to learn. However each of these systems Like tourists on a grand tour, we visited the schools on our
identified that they wanted to see more from their children. There schedule, scribbling notes about the unique characteristics of
was a deliberate push to begin viewing educational success not
Singaporean and Japanese schools. I noted larger class sizes,
only from an academic viewpoint, but from a social emotional
specialisation of subjects and structured use of technology.
learning perspective, and in ensuring that students were truly
During reflections with my colleagues, we recognised the strong
21st century citizens with the skills to be adaptable, inquiring
alignment between Singaporean schools, their Ministry of
and resilient.
Education and the National Institute of Education. There were
As our schools continue to ask questions about why our students
clear links to ensure all teachers were trained to deliver a common
are not performing on national or international assessments and
national curriculum fully defined by the Ministry of Education.
we look to countries such as Singapore and Japan for answers,
I believe there is definitely a need to stop and ask: What is going to During later school visits, our group began to understand how
be our measure of a successful education system? many Singaporean principals move locations after four to five
JUNE 2018 | Volume 45 Issue 2 | THE QUEENSLAND PRINCIPAL 15
years, with no concern for placement to a primary or secondary long-held beliefs and assumptions about teaching and learning.
school. No-one spoke of classifications or why they could not These were my learnings:
adhere to the common expectations for all school leaders.
Pure collaboration: People need time to unpack ideas, talk and
As our journey continued, it became clear that both Singapore and share common experiences. Timetables and routines need to be
Japan have strong alignment between their education systems, managed to enable daily interactions for teachers, no matter the
economic needs, cultural background and traditions. It was school’s size or complexity. Once having provided this time, it is
important to fight the urge to control it. Let it be a time for
professional learning and team growth.
Deep values and beliefs: Values and beliefs must be seen
in our everyday routines, general conversations and the
decisions that we make.
Teacher empowerment outside the classroom: Successful
schools find ways for high performing teachers to help
guide the direction of the school and support their
colleagues.
Simplicity and foundations: Successful change occurs
when common known foundations exist and there is clarity
about the next step to be taken.
Avoidance of universality: Essential knowledge does not
have to be introduced to all students in the first year of
apparent that there was no single best way to provide a quality formal schooling. Education systems introduce reading, numeracy
education system as this is dependent upon the context in which and technology at different ages and the depth and quality of
you live. Alignment of mindsets and actions was the obvious key outcomes may be greater.
to success for a nation’s education system.
My discussions with fellow study tour participants, their
During the return flight home, I brainstormed the important collegiality, and time for personal reflection were as valuable as
messages that had resonated with me. Having been at my current the many unique and innovative strategies that we all had the
school for six years, I’d wanted the study tour to challenge my honour to observe.
QASSP’s Third International Study Tour
USA’s Pacific North West 6 April – 20 April 2019
Innovate and Elevate: Leading schools for the 21st century
School leaders today face the challenge to balance ‘The basics’ and ‘21st century skills’. This study tour will inquire into innovative
schools in the future focused cities of San Francisco, Portland and Seattle. Participants will engage with tech giants Microsoft, Amazon
and Google and investigate their investment in education. The opportunity is to return with a clearer purpose for school leadership in
these rapidly changing times.
Applications are now open with limited places available. Visit the QASSP website for details.
JUNE 2018 | Volume 45 Issue 2 | THE QUEENSLAND PRINCIPAL 17
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